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Laura Keating, 2009 MIA Student Environmental Policy Concentrator
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Laura Keating is a 2009 MIA student concentrating in Environment Policy. Before beginning her studies she worked for almost five years at the Center for Strategic and International Studies (CSIS), a bipartisan, non-profit foreign policy think tank in Washington, D.C. While at CSIS, Laura managed a program on international water challenges and their impact on U.S. foreign policy objectives. This work sparked her interest in natural resource management and the linkages with economic development and stability.
What attracted you to SIPA?
“The diversity and caliber of the people and the curriculum really stood out for me. At the admitted student open house I looked out across the sea of people gathered in the room and it seemed like every nationality, every color, and every walk of life were represented. The caliber and diversity of the student body was confirmed the first week of orientation when I met all of my new classmates. There are people here from all over the world and Americans who have lived all over the world. No two stories are alike, which is notable for a school of this size, and each story is truly remarkable.
The curriculum and faculty are as diverse and impressive as the student body. I was searching for a program that was strong in both international affairs and environmental policy. It was hard enough to find such a pairing, but even harder to find one that was well regarded in both areas. The world-renowned scholars at SIPA and the close relationship with the Earth Institute was a real draw for me. If you have multiple interests, it’s not only possible to follow each of them at SIPA, but you will most likely be able to work with some of the world’s leading experts in each field.”
What surprised you about SIPA after you arrived?
“I was surprised by how invested the faculty are in their students. The school is very large compared to other similar programs and the professors or instructors are all involved with many, many other projects outside of the classroom. Yet even in the classes with multiple sections where a professor might be in charge of over 100 students, my professors always knew my name and I never had trouble asking a question or speaking to a professor when I needed to.
I was also surprised by how hard I had to work in my first year. Having worked for nearly five years in a foreign policy research institution where I was given a great deal of responsibility, I came to SIPA with a false sense of confidence. I worked harder in my first two semesters than I ever have in my entire life. I was stretched in every way possible—mentally, academically, physically—and it felt great. I have a renewed faith that I can tackle any obstacle put before me and now I actually have the skills I need to succeed.”
Can you comment on the learning environment at SIPA?
“My experiences have been quite mixed. I have had some courses that rely a great deal on group work and others where you have to work independently. I have had some that are entirely based on quantitative skills and problem sets, others that are almost entirely based on readings, and still others that are a mix. Some have required experience with Microsoft Excel while in others I’ve learned new computer programs.
Presentations with and without PowerPoint are a regular feature. I have also taken a number of classes that rely heavily on technology to interface with other students and the professor. For instance, I have been asked to submit reactions to readings online, watch videos of lectures or documentaries in preparation for class discussion, and even participated in one class that involved videoconferencing with students from all over the world. All of my classes have been highly interactive and all of them have heavily emphasized developing analytical skills. The professors use many different methods for evaluating students, which I think is helpful in developing new skills.”
What has been the most challenging part of your SIPA experience?
“Every semester I have had difficulty deciding on which classes to take. There are so many terrific classes and instructors that it is hard to choose just four or five. I took five classes for my first two semesters and managed a non-SIPA networking organization. As a result, I did not have as much time to get to know my classmates or attend events as much as I would have liked.
This year, I am trying to take fewer classes so that I can attend more lectures, social functions, and career events. The most challenging thing about SIPA is striking a balance between all of the things going on outside the classroom with all of the things going on inside the classroom. It’s too easy to get distracted by all of the great events and people or get lost in your work.”
Can you comment on the quantitative rigor in the curriculum?
“The quantitative requirements for admission are certainly there for a reason. At least two or three of my classes each semester have involved advanced quantitative analysis and my concentration—Environmental Policy Studies—is about average in terms of the extent of quantitative analysis that is required. Before SIPA, I had one semester of micro-economics, macro-economics, statistics, and calculus in college, but hadn’t used any of those skills for five years when I started SIPA.
Most of my classmates had roughly the same level of training as I did. I feel that I have been challenged but not overwhelmed. Ample help is available for those people who need a little extra support. You are expected to be able to perform at a high level and put in the time necessary to elevate yourself to that level, but all of the professors and teaching assistants are committed to ensuring you gain the necessary skills. Most professors encourage students to push themselves beyond their comfort zone and will go out of their way to help those that do.”